An analysis of a kindergarten teacher’s choices and justifications regarding teaching of a mathematical activity

This paper aims to increase the insight into kindergarten teachers’ justification of their teaching. The study was done in a context with mathematical activities developed by the researchers in collaboration with the teachers. This is a context we consider as rich to reveal their choices and justifications made in advance of and during the teaching of a mathematical activity. Data from a semi-structured, post-teaching stimulated recall interview based on an activity with 5-year-old children was analysed employing the Knowledge Quartet proposed by Rowland et al. (2005). We identify seven choices made by the kindergarten teacher that reveal aspects of the kindergarten teacher’s knowledge-in-action and knowledge-in-interaction. She adapts the activity through questions, comments, particularities within the activities, and use of artefacts. Thus, she nurtures the children in their mathematical learning process.